The aim of this study is to examine secondary teachers' attitudes towards the inclusion of students with special educational needs in mainstream schools conducted in Argolis district of Peloponnese. The sample consists of 143 secondary teachers who appeared to have a general positive attitude towards inclusion, closer to be "undecided" for the issue, after answering close - ended questionnaires. There was a significant relationship between the years of teaching experience and their attitudes, as well as the training on special needs education and their attitudes. The majority of the kinds of disabilities showed no difference in their attitude towards inclusion. Moreover, a correlation between their difficulty to handle students and their attitude was examined. After discussing the outcomes of the research, the possible limitations of the study reveal issues that should be considered in further research.